Title: Educational Reform and Stability: Navigating Policy Shifts to Improve Student Outcomes
A Call for Consistent Strategy Amidst Educational Data
Recent data on a dip in Iranian students’ final exam scores has highlighted educational disparities across the nation, correlating with the varying levels of socio-economic development in different provinces. In an exclusive analysis, Mohammad Mehdi Kazemi, the former Deputy of Secondary Education at the Ministry of Education, provided insights into these results, emphasizing the need for a stable and continuous educational strategy.
Examining the Score Decline
Kazemi clarified that the published data compares different student cohorts from consecutive years, rather than the same grade level year-over-year. This methodological approach reveals a noticeable decline across most academic disciplines, with the exception of Mathematics and Physics. He pointed out that the drop was more pronounced in the 11th-grade scores compared to the previous year.
Initial Reforms and Subsequent Recovery
A significant factor cited was the initial implementation of a new policy in 2022, which shifted final exams towards a concept-based assessment model. “An initial decline was natural,” Kazemi explained, “as the method of designing questions and evaluation had changed fundamentally.” He detailed how subsequent strategic interventions—including teacher empowerment programs, supplementary classes, and special academic initiatives—led to a successful recovery. The national grade average increased by more than half a point, even exceeding the targets set by the national development plan in some theoretical fields.
The Impact of Managerial and Policy Instability
A central point of Kazemi’s analysis was the disruptive effect of frequent managerial changes and policy debates. He noted that after a change in government, a significant number of provincial and regional education directors were replaced. This political and factional approach to education management, he argued, created instability. Furthermore, public debates and speculation surrounding university entrance exam policies negatively impacted student concentration and motivation.
A Path Forward: Stability and Focused Programs
Looking ahead, the former deputy minister expressed optimism, contingent on a return to stable management and consistent policy implementation. “Experience from last year shows that whenever planning, program-centric approaches, and precise monitoring are prioritized, an increase in grades follows,” Kazemi stated. He called for more precise planning for teacher training, familiarizing students with new exam formats, and continuing professional development courses. Achieving the quality goals outlined in the national development plan, he concluded, requires continuous planning, serious follow-up, and meticulous oversight to ensure that student performance improves in line with national objectives next year.